Year 7 and 8

Year 7 and 8 Curriculum Guide 2021

Welcome Curriculum, learning and teaching practice at The Lakes College is designed to foster an outstanding commitment to learning and deliver a broad and liberal education through access to a wide range of subjects and disciplines. Our teaching, learning and curriculum philosophy is guided by our pedagogical framework, The Art and Science of Teaching and a focus on a Growth Mindset; it is underpinned by each individual students’ needs, abilities and interests. It is through each of these approaches that we are able to deliver a teaching and learning program that best facilitates a student’s ability to achieve, while empowering each student to focus on the process and their passions and as they move towards reaching their potential. The Lakes College knows that a person’s wellbeing is the foundation for them to become a mindful, engaged, connected learner and a leader in their own learning journey. Wellbeing for learning at TLC is explored through the Find Your North wellbeing program and pastoral care program. These programs support students in identifying and nurturing their individual character strengths. Furthermore, the programs foster mindfulness, connection, curiosity, purpose, emotional and social intelligence and gratitude through their exploration of the science of wellbeing. These understandings enable students to realise the importance of metacognition (learning how to learn), motivation and self-discipline in reaching their personal and academic goals. Learning how to develop a consistent approach to mindset, self-regulation, time management, organisation and goal setting will build an agile, perceptive and change-ready student with a highly develop sense of learner agency. The unique culture of the TLC community, combined with our dedicated, innovative educators and the diverse learning pathways, nourish the hearts of our students which leads to flourishing minds. The introduction of the Australian Tertiary Admission Rank (ATAR) combined with the continued rollout of the Australian Curriculum has given our College the scope to redefine how our teachers teach, and how our students learn. Consequently, there has been greater attention given to how students study, the skills and abilities required to be successful in a constantly evolving 21st century landscape, and the mindset required to successfully negotiate life at school and beyond. As a Uniting Church school, our curriculum, teaching and learning approach is underpinned by Christian values. We believe that the most effective instructional program appeals not only to the mind, but also to the heart; encouraging and inspiring students to inquire, to analyse and to act. The basis for sound teaching and learning is a respect for the exercise of those capacities of feeling and thought which enhance the dignity of all men and women and an application of the uniqueness and potential of each human being. In Years 7 and 8, students are taught the skills and given the foundations to successfully transition into the Secondary School. In this phase of their schooling, students will be supported as they become independent and robust learners through the core subjects of English, Mathematics, Humanities, Science, Health and Physical Education, Chinese and Faith and Values Education. Students are also able to study a wide range of elective courses including Digital Technologies, Home Economics, Visual Arts, Media Arts, Music, Industrial Arts, Dance, STEAM (Science, Technology, Engineering, the Arts and Mathematics), Drama, Information and Communication Technology (ICT), Business Studies and Future Problem Solvers. We believe that the development of inquiring minds demands an environment of freedom, opportunity and discipline, established and sustained by a commitment to thoughtful participation in a rigorous and varied educational program. We encourage our students to nurture their skills and talents, developing a respect for hard work and a love of learning that will endure for a lifetime. Mr Mathew Stein Head of Secondary

Contents Curriculum Overview ................................................................................................................................ 1

Subject Progression Sequence- Year 7-12 ................................................................................................ 2

Subject Overviews .................................................................................................................................... 3

Business Studies ....................................................................................................................................... 4

Chinese ..................................................................................................................................................... 5

Dance ........................................................................................................................................................ 6

Digital Technologies ................................................................................................................................. 7

Drama ....................................................................................................................................................... 8

English ...................................................................................................................................................... 9

Faith and Values Education (FaVE) .........................................................................................................10

Geography (as part of Humanities course) ............................................................................................12

Health and Physical Education ...............................................................................................................13

History (as part of Humanities course)...................................................................................................14

Home Economics ....................................................................................................................................15

Individual Curriculum Support (ICS) .......................................................................................................16

Industrial Arts .........................................................................................................................................17

Information and Communication Technology (ICT) ...............................................................................18

Mathematics...........................................................................................................................................19

Media Arts ..............................................................................................................................................21

Music ......................................................................................................................................................22

Science ....................................................................................................................................................24

STEAM ....................................................................................................................................................25

Visual Arts ...............................................................................................................................................26

1

Curriculum Overview Year 7 and 8 Students in Years 7 and 8 study in each of the curriculum areas of the Australian Curriculum, Assessment and Reporting Authority (ACARA) P-10 curriculum framework. Work programs are based on the Australian Curriculum in Maths, Science, English, History and Geography. Students in Year 7 and 8 must study English, Mathematics, Science, Humanities, Health and Physical Education, Chinese and Religious and Values Education for the whole year. In Year 7, students will be rotated through three electives per term (8-week rotation). In Year 8, students must choose to study three each semester.

Subject Number of Lessons

per Fortnight

English 9

Mathematics 9

Science 8

Humanities 6

Health and Physical Education 6

Language – Chinese 4

Electives: Drama, Home Economics, Information Communication Technology, Digital Technologies, Business Studies, Dance, Media Arts, Music, Industrial Arts, Visual Art, STEAM, Textiles, Future Problem Solving* and Individual Curriculum Support / ESL Support*

3 X 6 Lessons

Faith and Values Education 2

Wellbeing – Find Your North (FYN) 2

Assembly/Chapel 2

Tuesday Afternoon Activities 4

Total 70

2

Subject Progression Sequence- Year 7-12

Key Learning Area

Year 7 Year 8 Year 9 Year 10 Year 11/12

English English English English English English Literature Essential English* EAL

Mathematics Mathematics Mathematics Mathematics General Mathematics Mathematics Methods Specialist Mathematics

Essential Mathematics* General Mathematics Mathematics Methods Specialist Mathematics

Science Science STEAM

Science STEAM

Science STEAM

Physics Chemistry Biology Psychology Science in Practice*

Physics Chemistry Biology Psychology Science in Practice*

Humanities and Social Sciences (I have collapsed this with the Business line – approved by Sally)

Humanities Business Studies

Humanities Business Studies Legal Studies

Humanities Business Studies Legal Studies

History Geography Business Studies Legal Studies

Modern History Ancient History Geography Business Certificate III Business**^ Legal Studies Certificate IV Crime and Justice**^

The Arts Visual Art Music Media Arts Drama Dance

Visual Art Music Media Arts Drama Dance

Visual Art Music Media Arts Drama Dance

Visual Art Music Drama Dance

Visual Art Music Drama Dance Certificate III Dance**^^

Technology Home Economics Digital Technologies Industrial Arts Information and Communication Technology (ICT)

Home Economics Digital Technologies Industrial Arts Information and Communication Technology (ICT)

Home Economics Digital Technologies Industrial Arts Digital Technologies

Home Economics Digital Solutions Information and Communication Technology (ICT)* Construction Skills** Engineering

Food and Nutrition Digital Solutions Information and Communication Technology (ICT)* Certificate II in Furniture Making Pathways**^

Health and Physical Education




Physical Education Physical Education Certificate III Fitness**^

LOTE Chinese Chinese Chinese

Chinese Chinese

*Applied ** VET Course ^some additional costs apply ^^some conditions apply

3

Subject Overviews

All elective subjects require minimum student numbers to ensure they are viable. The final decision regarding class feasibility remains with the Head of Secondary.

4

Business Studies Through the study of Business, students explore the nature of business and financial literacy. In Year 7 students will be working towards understanding the position of consumers and producers in the Australian economy and the importance of short, and long term, planning for both businesses and individuals, highlighting how this planning contributes to success. Students also consider the concept of ‘entrepreneurship’, and why it is important to developing business ideas. Finally looking at the concept of work; what it is and why it is important to individuals and the economy. In Year 8 students will explore the marketplace, including traditional Indigenous marketplaces, examining what is a market economy and how well a market economy performs the activities of producing, distributing and consuming the goods and services we require to satisfy our needs and wants? Then students will consider consumer rights and responsibilities, one of the important functions of government in the marketplace is to provide a legal and justice system so that buying and selling occurs within a set of rules that is fair to all participants. In the final topic in Year 8, Business Decisions, students will look at different types of business ownership and the factors that influence opportunities for business in Australia. How are students assessed? In Business Studies, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding

• Skills – (Questioning and Researching, Analysing and Interpreting and Communication) They are assessed using a combination of short answer exams, extended response and assignment tasks. What is studied? The following is the core structure for Business Studies in Year 7 – 8.

Year level

8-week Rotation Subject

Year 7

The Year 7 Business Studies taster program is designed to give students insight into the subject. In this short course, students will develop an understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups.

Semester 1 Semester 2

Year 8 • The “market system” and government

• Traditional Indigenous markets

• Rights and responsibilities of the marketplace

• Business decisions

5

Chinese Through the study of Chinese, students use their existing understandings about the language and culture to further develop their Chinese proficiency and intercultural competence to enable them to appropriately communicate in intercultural situations. They develop a deepening understanding of how culture is reflected in and constructed by language, and become more competent in using functions, conventions and structures in Chinese. They begin to appreciate the complexities of cultures, particularly in relation to the less visible dimensions, and also their dynamic and flexible nature. They further develop their understanding of the role of proficiency in other languages in the contemporary world of work, intercultural contact and globalisation. Students learning Chinese further expand their understanding and appreciation of cultural diversity expressed in Chinese and the influence of language on material and non-material elements of culture. Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in Chinese. They will explore a wider range of text types in Chinese and develop proficiency and increasing confidence in using them. They will also develop capacities to meet communication needs and resolve linguistic and intercultural challenges with increasing knowledge of purpose and audience, in formal and informal situations. They will reflect on their learning and the appropriateness of language choices in Chinese. How are students assessed? In Chinese, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Communicating – socialising, informing, creating and reflecting • Understanding – systems of language, the role of language and culture

What is studied? The following is the core structure for Chinese in Year 7 – 8.

Year level Content to be covered

Year 7 • Self- identify, family and relationships • Around the world (countries and nationalities) • Chinese stories and traditions • Friendships

Year 8 • Chinese festivals and celebrations

• Race around the world (getting around different places, making travel plans and arrangements)

• Master Chef: research, compare and report on Chinese food VS Western food

• Recreational Activities

6

Dance Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Dance. They extend their aesthetic understandings of dance elements and languages. They create their own performances and present and respond to their own and others’ performance works, considering intended audiences and intended purposes. Students will extend their understanding of dance practice through active engagement, both individually and collaboratively, with dance elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others. How are students assessed? In Dance, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making: o Choreographing o Performing

• Responding What is studied? The following is the core structure for Dance in Year 7 – 8.


Year 7

The Year 7 Dance taster program is designed to give students insight into the subject. In this short course, students identify the elements of dance, choreographic devices and production elements in dances in different styles. Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They perform with confidence and clarity, and with technical and expressive skills appropriate to the dance style. Students who choose this subject as an elective in Year 8 will use this foundational study to progress on to analysing and evaluating how they and others from different cultures, times and places communicate meaning and intent through dance.


Year 8 Dance on Screen: Popular Dance of Youth Culture

• An overview of dance throughout the centuries

• Understanding and experimenting with multiple dance genres from 1920 through to 2020 and beyond

• Refining the elements of dance: qualities, form, devises and motifs

• Dance video and artists’ influence

• Jazz, hip hop and/or funk techniques

• Dance on Screen choreographic requirements and statement of intent

• Green screen filming techniques

• Guest artists

Our Roots: Contemporary Dance 2

• Exploring and examining the history of dance in Australia

• Analytical writing

• Experimentation and viewing of multiple contemporary dance styles that have had an impact in Australia

• Formulating response to dance works

• Guest artists

• Attending live dance works

7

Digital Technologies The Digital Technologies course provides students with the knowledge, skills, processes and understandings of the systems that support digital technology. These digital technology systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

Through the study of Digital Technology (DIT) students will use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. Digital Technology is a practical discipline that helps prepare students to meet the frequent and rapid change in the area of technology, and to be responsive to emerging technologies and trends. Digital Technology involves the use of technologies that allow people to manipulate and share information in its various forms (text, graphics, sound and video), and the range of technological devices that perform these functions. The Digital Technology course provides students with the knowledge, skills, processes and understandings of the systems that support technology. These technology systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

They will reflect on their learning, evaluate the suitability of products and processes, and recommend improvements. Students will select and use tools and technologies, including information and communication technologies, in purposeful ways. The core difference between Digital Technology and Information and Communication Technology is that Digital Technology focuses on creating with coding and manipulating data while ICT has a focus on using application software to in the design process. How are students assessed? In Digital Technologies, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding (25%)

• Processes and production skills (75%)

This will be achieved by a combination of theory and practical work, with more emphasis on the latter. What is studied? The following is the core structure for Digital Technology in Year 7 - 8.


Year 7

The Year 7 Digital Technologies taster program is designed to give students an insight into the subject. In this short course, students will explore Lego EV3 Robotics where they will develop their understanding of the design process. They will design and develop algorithms of increasing complexity using flow charts and validate these through desk checking. Students will broaden their programming experiences to include general purpose programming languages to develop their knowledge and understanding of coding. They will complete challenges to construct and build a solution to a given task in groups this allows students to develop communication and collaboration skills.

Semester One Semester Two

Year 8 Module One

• App Development

• Game Design with Minecraft

Module Two

• Computing with a BBC Micro:bit

• Robotics – First Lego League

8

Drama Drama allows students to actively discover knowledge in a challenging and safe environment. They are encouraged to explore social, cultural, historical and spiritual contexts using creativity and imagination. In doing this they work individually and collaboratively to develop skills in higher order thinking, problem solving, focus and perseverance. The drama classroom empowers students to discover themselves, their passions and beliefs, whilst extending their knowledge of dramatic practice. Drama is an inclusive program that utilises practical and cognitive activities. Through leadership, cooperation, creative expression and literacy development students are taught to experiment, ask questions, participate and explore. In an enjoyable class, students are taken beyond what they know, and are empowered to advance their skills, knowledge and abilities. Students will select and use tools and technologies, including information and communication technologies (ICT), in purposeful ways. Students will take risks and solve artistic problems, whilst comprehending the dramatic elements, skills and processes. They will consider purpose and context to create and present art works, and to communicate their own arts practice and that of others. How are students being assessed?

• Making: o Forming o Performing

• Responding

What is studied? The following is the core structure for drama in Year 7-8.


Year 7

The Year 7 Drama taster program is designed to give students insight into the subject. In this short course, students identify how the elements of drama are used, combined and manipulated in different styles. Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience. Students who choose this subject as an elective in Year 8, will use this foundational study to progress on to analysing and evaluating others’ artwork from different cultures, times and places.

Year 8


Stepping into Someone’s Shoes: Improvisation

• Implementation of Elements of Drama

• Skills of improvisation

• Skills of performance and characterisation

• Accepting the fictional world

Keeping it Real: Documentary Drama

• Performance analysis and exploration

• The convention of style

• Empowerment of truth

• Skills of directing and devising

9

English Through the study of English, students use their imagination, creativity and personal views of the world to make sense of significant issues and events that are of interest to them. They identify how people, characters, places, events, things and issues are represented in texts to position audiences. They recognise how English relates to their own lives and to cultural issues within the wider community. Students will individually and collaboratively interpret and construct texts by understanding the audience, subject matter and purpose, and by applying their knowledge of language elements and texts. They will develop an understanding of the interconnectedness between speaking, listening, reading, viewing, writing and designing, and how they see themselves as users of English. They reflect on language choices and how they can apply their learning to future applications. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will use ICTs as an integral component of their learning when interpreting and constructing texts. How are students assessed? In English, students demonstrate evidence of their learning over time in relation to the following National Curriculum standards:

• Ideas and Information in Texts

• Text Structures

• Language Features What is studied? The following is the core structure for English in Year 7 – 8.


Year 7

• Up Close and Personal – life writing

• Against the Odds – life lessons in real and fictional worlds

• Believe It or Not – myths, legends and folktales

• The Hero’s Journey – representations of the hero over time and place

Year 8

• A Picture is Worth a Thousand Words – visual literacy and creative writing

• No Laughing Matter – comedy and concept of humour in texts

• Out of this World – fantasy and science fiction texts

• Listening Closely to the 'Stereo-type' – representation and stereotyping in the media and advertising

10

Faith and Values Education (FaVE)

Religious Literacy: Faith and religion contribute to the fabric of Australian Culture. Individual communities and Australian culture as a whole are more likely to construct a tolerant society when their members are literate in their own faith traditions and understand the faith traditions of others. Religious literacy can be defined as the flexible mastery of a repertoire of practices related to the discourse of religion. To achieve this literacy, students will use spoken, written and multimedia texts of traditional and new communications technologies as part of the subject Faith and Values Education (FaVE). Students will be encouraged to think critically, creatively and constructively in developing their religious literacy. 1 Making Meaning: The search for meaning to life is an important part of the human condition. The study of FaVE seeks to enable students from various cultural, social, linguistic and economic backgrounds to learn about and reflect upon the meaning of human life. It is intended that students will gain knowledge and understanding of the influence that values, belief systems or faith traditions have on their own and other people’s meaning making. FaVE encourages students to develop ethical attitudes and behaviours required for their effective participation in the human community. 1

How are students assessed? Students will be involved in learning experiences that require creative and critical thinking, problem solving, networking, planning and organising resources for presentations and projects that may incorporate collaborative and cooperative behaviours. In FaVE, students demonstrate evidence of their learning in relation to the following assessable elements.


• Processing skills

• Communication skills What is studied? The following is the core content for FaVE in Year 7 & 8 for 2018. Semester 1 1(Adapted from The Lakes College Spiritual Development Policy Statement 2015)

Year level Religious Literacy Making Meaning

Year 7 Textbook – ‘Mistaken Identity?

• Marks Gospel

• The Real Jesus

• Miracles

• Faith

• Easter & Christmas

• Rules

• Forgiveness

• What/who is a Christian?

• Fear

• Anger

• TLC Values

Year 8 Textbook – ‘Another Dimension?

• Mathews Gospel

• The Sermon on the mount

• Serving others

• Uniting church perspective

• Easter & Christmas

• Relationships

• Personal identity

• Personal ethics

• War and peace

• Money and wealth

• TLC Values

11

Semester 2

Year level Religious Literacy Making Meaning

Year 7 Textbook – ‘Introducing the Uniting Church in Australia (UCA)’

• What is the UCA

• Who is the UCA

• What is the purpose of the UCA

• Values of the UCA

• Organisation of the UCA

• Uniting Church

• Beliefs and Values

• Catholic & Protestant

• Reformed & Evangelical

• Ecumenism

• Mission

• Ministry

• Journey

Year 8 Textbook – ‘Your Sneaking Suspicions?’

• Beauty & Sex

• Rated R

• Science vs God

• Faith, life & death

• Suffering

• Rules and morals

• Forgiveness

• What/who is a Christian?

• Heaven & hell

• Interpretation

• TLC Values

12

Geography (as part of Humanities course) Through the study of Geography, students develop a sense of wonder, curiosity, knowledge and interest about the variety of environments, peoples, cultures and places that exist throughout the world by providing students with a sound geographical knowledge of their own place, of Australia, and of the world. Geography enables students to explore and gain a good understanding of geographical thinking including perspectives, concepts and ways of explaining. It encourages students to become thoughtful and active local, national and global citizens, and to understand how they can influence the futures of places. It can develop students’ ability to ask geographical questions, plan an inquiry, collect and analyse information, (particularly through fieldwork and spatial technologies), reach conclusions based on evidence and logical reasoning, and communicate their findings in effective ways. Geography encourages the development of creative use of geographical skills, and to enable students to use these skills to extend their knowledge, make sense of new situations, and to solve problems. Students will understand the importance of inquiry and major environmental ideas for investigating issues in contexts that range from local to global settings. They will communicate using different types of texts for specific audiences and purposes. They actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives. How are students assessed? In Geography, students demonstrate evidence of their learning over time in relation to the following assessable elements:


• Questioning and research

• Interpreting and analysing

• Communicating What is studied? The following is the core structure for Geography in Year 7 – 8.


Year 7

• Water as a resource

• Living in Australia

• Managing water

• Liveable cities

Year 8 • Mountains

• Coastlines

• Life in different cities

• Migration

13

Health and Physical Education Rationale Through the study of Health and Physical Education, students use their interests in health and physical activity to explore how the dimensions of health are interrelated and are influenced by the interaction of personal, social, cultural and environmental factors. They understand how to promote health and wellbeing through active engagement in physical activity to enhance their personal development. They recognise people who work in occupations related to health, physical activity and personal development. Students individually and collaboratively make decisions, take action and apply skills to promote health and wellbeing, movement capacities and personal development of individuals, groups and communities. They will evaluate their learning and ways to capitalise on the benefits of positive influences on their health and wellbeing. Students will select and use tools and technologies, including information and communication technologies (ICTS), in purposeful ways. They will make use of the potential that ICTs provide to inquire, create and communicate within Health and Physical Education contexts. How are students assessed? Students studying Health and Physical Education in Year 7 & 8, demonstrate evidence of their practical learning over time in relation to the following assessable elements:

Demonstration of learning in the theoretical studies in Year 7 & 8 in Health and Physical Education is assessed using the following criteria:

What is studied? The following is the core structure for Health and Physical Education in Year 7 – 8.


Year 7

• Nutrition

• Self-esteem and self-concept

• Risk taking and harm minimisation

• Growth and change

Year 8 • Active lifestyle - benefits of physical activity

• Types of training

• Applied anatomy /sports injury / first aid

Leadership Demonstration of leadership and fair play in specific practical contexts.

Skills Reproduction and demonstration of practical skills, rules and strategies.

Evaluation Ability to reflect and make decisions that enhance physical performance.

Teamwork Ability to work collaboratively with others to improve performance.

Investigating

critical analysis of factors that influence identities, relationships, decisions and behaviours regarding health promotion.

analysis of the impact that attitudes and beliefs have on community health and wellbeing

access to, and synthesis and application of health information to propose and justify responses to issues regarding chosen health topic.

14

History (as part of Humanities course) Through the study of History, students develop their knowledge and understanding of the past in order to appreciate themselves and others, to understand the present and to contribute to debate about planning for the future. Students will develop a critical perspective on received versions of the past and learn how to compare different accounts so that the conflicts and ambiguities are appreciated. Through comparative historical analysis and critical appraisal of evidence, history contributes to an active and informed democratic citizenship. Factual knowledge is essential to historical understanding. Without knowledge of chronology, geography, institutional arrangements, material circumstances and belief systems, no student inquiry on a past period — however well intended — will lead to understanding. While this knowledge will necessarily be broad, students should have the skills to extend it: if they are not familiar with a specific historical reference, they should be able to locate it in place and time, know how to find sources of information about it and to evaluate them, familiarise themselves with context and grasp the significance of the reference. Students will understand the importance of inquiry and major social ideas for investigating issues in contexts that range from local to global settings. They communicate using different types of texts for specific audiences and purposes. They will actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives. How are students assessed? In History, students demonstrate evidence of their learning over time in relation to the following Australian Curriculum standards:

• Historical Knowledge and Understanding

• Questioning and Researching

• Analysing and Interpreting

• Communicating What is studied? The following is the core structure for History in Year 7 – 8.


Year 7

• Investigating the Ancient Past: The Beginning of Man

• The Mediterranean World: Ancient Rome

Year 8

• The Western and Islamic World: The Vikings and The Dark Ages (c.790 – c.1066)

• The Asia-Pacific World: Shogunate Japan (c.794 – 1867)

15

Home Economics Home Economics is a subject that draws on multiple disciplines to promote the wellbeing of individuals, families and communities. The central focus of Home Economics is teaching students to be well-developed and responsible citizens. Home Economics involves teaching life-skills such as selecting and preparing nutritious foods from complex and changing food markets. Students will develop skills in making informed, responsible and ethical consumer decisions about new products that become available because of changing technologies and lifestyles. They will investigate resolving the influences of peer pressure, body image, economics, marketing and media when selecting clothing and textiles. Over the course of the two years, students will spend two semesters to develop knowledge, skills and attitudes associated with the preparation, selection and presentation of food for a range of situations. In the other two semesters, students will learn about manipulating textiles to manufacture various products. Throughout all semesters, students learn how to effectively use the design process to design and plan products. How are students assessed? In Home Economics, students demonstrate evidence of their learning over time in relation to the following assessable elements:


• Process and production skills What is studied? The following is the core structure for Home Economics in Years 7 and 8.

Year 7 8-week Rotation Subject

Home Economics

The Year 7 Home Economics taster program is designed to give students insight into the subject. In this short course, students will develop basic cooking skills including hygiene and safe procedures to minimise risk in the kitchen in order to obtain their ‘Licence to Cook’. They will learn to manipulate utensils in the kitchen to safely prepare food for cooking. Students will respond to feedback from others to evaluate their product.

Textiles The Year 7 Textiles taster program is designed to give students insight into the subject. In this short course, students will be introduced to material manipulation and basic sewing skills to produce a quality product. They will create and adapt design ideas, make considered decisions and communicate to different audiences using a range of technologies and graphical representations.

Year 8 Semester 3 Semester 4

Unit 3: Food and Communities

Unit 4: Textiles and Sustainability

Term 2 Term 3 Term 1 Term 4

Delicious dinners - Family well-being

Understanding Ingredients - Baking Basics

Commercial Pattern – Boxer Shorts

Boomerang Bag

16

Individual Curriculum Support (ICS) In Individual Curriculum Support (ICS) is an invitation only elective. Students develop executive skills to organise their time effectively to complete set work in all subject areas. They recognise how time management and organisation relates to their own lives to work effectively in the outside world. Students will individually and collaboratively work on assessment given through all KLA’s. They are given support when needed and extra time to complete work. Individual Curriculum Support is not a subject and is not assessable. It was developed to allow those students identified with a learning need to access 1:1 support and extra time to complete assessment.

17

Industrial Arts Students will be exposed to a workshop environment where they will explore and develop practical skills with hand tools, basic workshop machinery, and develop critical problem-solving skills through implementing the design process. Students will learn to identify hazards and employ control measures to ensure safe workshop practices. Safety will be embedded into all aspects of the practical work. In Years 7 and 8 students will participate in project-based assessment across 4 semesters. Each semester will consist of a Design Folio and a practical project. Each project will contain a mandatory component that will involve skill development and exposure to different machinery, hand tools and construction process. Students will then incorporate that component into a larger project to address a specific design problem. How Students are assessed? In Industrial Arts, students must demonstrate evidence of their learning over time in relation to the following assessable criteria:

1. Knowledge and Understanding

• Students will be assessed on this criteria through design folios. 2. Process and Production Skills

• Students will be assessed on this criteria through various Practical Projects. 3. Design Process

• Students will be assessed on this criteria through the developed response to a design problem within a design folio.

What is studied? The following is the core structure for Industrial Arts in Years 7 and 8.


Year 7

The Year 7 Industrial Arts taster program is designed to give students insight into the subject. In this short course, students will be introduced to material manipulation using hand tools to produce a quality timber product. Student will have the opportunity to design and produce products. They will create and adapt design ideas, make considered decisions and communicate to different audiences using a range of technologies and graphical representations.

Semester Project Based Assessment

Safety Induction Skill Development and production of common component

Design Phase – Students will be given a situation or problem to solve

Design Implementation Phase

Initial tour and safety Induction completed by Teacher Onguard safety training to be completed within class time with teacher guidance

All junior school design projects will consist of a common component. The production of this component will develop skills and understanding of production processes that will assist the student throughout the design phase of the project.

Student will be guided through the design process using basic design strategies. Students will work through a scaffolded design workbook that in order to produce a designed solution to address the situation or problem.

Students will then use the skills and knowledge gained through the skill development and design task to produce and test their designed solution and trial it within a real world application.

Across year 7 and 8 students will work across 4 Design areas; Design in Practice, Commercial Design, Human-Centred Design and Sustainable Design.

18

Information and Communication Technology (ICT) Through the study of Information and Communication Technology (ICT) students will develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They will reflect on their learning, evaluate the suitability of products and processes, and recommend improvements. Students will select and use tools and technologies, including information and communication technologies, in purposeful ways. ICT involves the use of technologies that allow people to manipulate and share information in its various forms (text, graphics, sound and video), and the range of technological devices that perform these functions. Students will individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They will reflect on their learning and evaluate the suitability of products and processes and recommend improvements. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. The core difference between Digital Technology and Information and Communication Technology (ICT) is that Digital Technology focuses on creating with coding and manipulating data while ICT has a focus on using application software to in the design process. How are students assessed?

In Information and Communication Technology (ICT), students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding (25%)

• Processes and production skills (75%)

This will be achieved by a combination of theory and practical work, with more emphasis on the latter. What is studied? The following is the core structure for Information and Communication Technology in Year 7 and 8.


Year 7

The Year 7 ICT taster program is designed to give students insight into the subject. Students will learn skills to use office software that includes Microsoft office and email assisting in their everyday school work. They will also have the opportunity to use the latest apps to create and present their work through written documentation as well as video production.


Year 8 Module One

• Network Fundamentals

• Web Design

• Robotics Tug of War Challenge

Module Two

• Lego Robotics - Sumo Challenge

• Image Editing with the Adobe Suite

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Mathematics By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities. How are students assessed? In Mathematics, students demonstrate evidence of their learning over time in relation to the following two broad assessable categories:

• Understanding and Fluency

• Problem Solving and Reasoning Understanding and Fluency, focuses on the students’ abilities to demonstrate:

• Conceptual understanding

• Procedural fluency

• Mathematical language and symbols Problem Solving and Reasoning, focuses on the students’ abilities to demonstrate:

• Problem solving approaches

• Mathematical modelling

• Reasoning and justification

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What is studied? The following is the core structure for Mathematics in Year 7 and 8.


Year 7

• Positive integers

• Indices and Prime numbers

• Rational number

• Geometry

• Measurement

• Coordinates and Cartesian plane

• Decimals and percentages

• Algebra

• Money

• Representing and interpreting data

• Probability

Year 8 • Integers

• Index laws

• Real numbers

• Algebra

• Ratios and rates

• Linear equations

• Coordinate and linear graphs

• Applications of percentage

• Congruence

• Measurement

• Pythagoras

• Representing and interpreting data

• Probability

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Media Arts Through the study of Media Arts students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through technological mediums. Understanding the importance of the media and the influence of technology on contemporary society is at the heart of film, technology and digital media. Students will analyse media samples that they watch, read and hear to become informed and critical consumers of media formats. By developing multimedia presentation and publication skills in the creation of various projects, students will learn how to manipulate various media to influence a given audience. Students will extend their understanding of media techniques through active engagement, both individually and collaboratively, with elements of the media techniques, skills and processes. They will develop their ability to analyse meaning as they reflect on the creative process that has occurred within the media discipline. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present media works, and to communicate their own arts practice and that of others. How are students assessed? In Media Arts, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making o Design o Production

• Responding What is studied? The following is the core structure for Media Arts in Year 7 and 8.

Year 7 8-week Rotation Subject

The Year 7 Media Arts taster program is designed to give students insight into the subject. In this short course, students identify how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions. Students who choose this subject as an elective in Year 8 will use this foundational study to progress to analysing and evaluating the social and ethical responsibility of the makers and users of media artworks.


Year 8 Me, myself and Who?: Documentaries

• Review of camera and editing techniques

• Empowerment of truth analysis

• Fact verse Fiction

The Teaser: Movie Trailer

• Movie components

• Stages of a film

• Turning points

• Camera and editing techniques

• Sales techniques

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Music Through the study of Music, students will use their creativity, imaginations and senses to express ideas about cultural, social, historical and spiritual contexts through music. They will explore different genres and styles of music, as well as music from other cultures and eras. Throughout each semester, students will:

• Create – compose music with reference to the styles and genres studied, using conventional pen and paper, as well as music software on the computer,

• Present – perform music, on their own instrument and/or keyboard and guitar and sing, as soloists and/or in small groups,

• Respond - analyse and evaluate the use of the elements of music and defining characteristics from different musical styles that relate to their unit of study. Discuss how their interpretations of music from other cultures, times and places influenced their composition.

Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in music. They will extend their understanding of musical practices through active engagement with musical elements, techniques, skills and processes. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others. How are students assessed? In Music, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making o Composing o Performing

• Responding What is studied? The following is the core structure for Music in Years 7 and 8.

Year 7


The Year 7 Music taster program is designed to give students insight into the subject. In this short course, students identify how the elements of music are used in different styles. Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and keyboard pieces, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose. Students who choose this subject as an elective in Year 8 will use this foundational study to progress to analysing and evaluating musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.

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Year 8


Rock Music

• Students will learn the basic characteristics of rock – the instrumentation, rock song form, improvisation and rock beat.

• Through their learned knowledge, students will perform as part of a rock band and compose their own rock song.

Music For the Screen

• Students will discover the different ways music can be used for the small screen: including TV advertisements, animation and video game music.

• Through their learned knowledge, students will deconstruct music used for the small screen and use their findings to perform and compose their own music.

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Science Through the study of science, students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. They understand that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. They understand that science is a way of thinking and working, and they apply their scientific knowledge to make responsible and informed decisions about real-world issues. They recognise that science has a rich history and has evolved into a large number of increasingly overlapping fields that provide career opportunities. Students will develop their ability to work scientifically through active participation, both individually and collaboratively, in genuine endeavours that help to construct personal scientific understandings. They will identify problems and issues, and design and conduct scientific investigations. Students will select and use a range of tools and technologies, including information and communication technologies (ICTs). How are students assessed? In Year 7 and 8, students demonstrate evidence of their learning over time in relation to the following assessable standards of the Australian Curriculum:

• Understanding Science

• Science Skills

• Evaluating and Communicating What is studied? The following is the core structure for Science in Year 7 - 8.

Content to be covered

Year 7

Chemistry: Investigating Science

• States of matter, particle model, mixtures, separation techniques

Physics: Forces and Machines

• Friction, inertia, mass, weight, levers, pulleys and simple machines

Biology: Ecosystems and Interactions

• Food chains, food web, symbiosis, adaptations, classification

Earth and space: Earth and its Resources

• Seasons, tides, eclipses, renewable and non-renewable resources

Year 8

Chemistry: Elements, Compounds and Chemical Change

• Diffusion, density, periodic table, physical and chemical change, conservation of mass

Physics: Energy and Sound

• Energy transfer and transformation, speed of sound, conservation of energy

Biology: Cells and Body Systems

• Microscopes, animal cells, plant cells, reproductive system, digestive system, respiratory system, circulatory system

Earth and space: Rocks and Weathering

• Sedimentary, igneous, metamorphic, rock cycle, erosion, fossils

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STEAM STEAM is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialog and critical thinking. STEAM is a cross curricular subject that will nurture students interests and love of learning through a project-based approach that emphasises thinking skills as well as inspires innovation and creativity. Students develop life-long skills in preparation for the rapidly changing world in which we live. How are the students assessed? In STEAM students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding • Interpretation and appraising • Critical thinking

Units in STEAM are project based, which involves understanding and skills in computational thinking such as decomposing problems and prototyping, and engaging students with a wider range of systems. Due to the nature of this course, the units are flexible. What is studied? The following is the core structure for STEAM in Year 7 - 8.


Year 7

The Year 7 STEAM taster program is designed to give students an insight into the subject. In this short course, students will explore an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply Science, Technology, Engineering, Arts and Mathematics in contexts. Student will undertake challenges to further develop their problem-solving skills and complete challenges to construct and build a solution to a given task in groups; this allows students to develop communication and collaboration skills. Students engage in the use of materials to meet a given design brief. Students will broaden their knowledge of materials and acceptable prototyping techniques in the production of their designs.


Year 8 • Project 1: Stop the Spread • Project 2: Tiny Home Sustainability Design

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Visual Arts Through the study of Visual Arts, students gain the required knowledge, understanding and skills through responding and making tasks. Throughout each semester, students will build on their awareness of how and why artists, craftspeople and designers realise their ideas. Refine their personal aesthetic through working and responding perceptively and conceptually as an artist or audience. Explain why artists and audiences interpret artworks through different viewpoints. Research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes. Adapt, manipulate, deconstruct and reinvent techniques and styles to make visual artworks that are cross-media. Draw on artworks from a range of cultures, times and locations. Explore the influences of Aboriginal, Torres Strait Islander and Asian cultures. Reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks. Identify the social relationships that have developed between Aboriginal, Torres Strait Islander people and other cultures in Australia. Understand of the roles of artists and audiences. Use historical and conceptual explanations to critically reflect on visual arts. Adapt ideas and practices from artists and use them to inform a personal aesthetic. Understand safe visual arts practices and choose to use sustainable materials, techniques and technologies. A theoretical text will be issued to students, which in conjunction with help sheets and teacher direction will help students connect to the Senior Art Work Program. The Junior Visual Art course is a progression to the Senior Visual Art course. Visual journals, resolved artworks, concepts, focus, artist links, composing, appraising, as well as developing numerous skills for a variety of art media, all form a varied junior and senior course. How are students assessed? In Visual Art, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making tasks involve a visual journal and resolved artwork. Individual or collaborative work may include:

o 2D media, e.g. drawings, paintings, printmaking, photographic art o 3D objects, e.g. ceramics, fibre art; installation, sculpture o design, e.g. costume and stage design, curatorial design, graphic design and illustration,

product design o time-based media, e.g. electronic imaging, film, animation and television, sound art.

• Responding tasks involve independent research and written work based on historical, cultural and contextual influences. Students’ explore, respond to, analyse and interpret visual art works. Essays, analytical reports, and artist statements are common formats for arts writing.

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What is studied? The following is the core structure for Visual Art in Year 7 and 8.


Year 7

The Year 7 Visual Art taster program is designed to give students insight into the subject. In this short course, students identify how other artists use visual conventions and viewpoints to communicate ideas, and they explain how an artwork is displayed to enhance its meaning. Students plan their own art making in response to exploration of 2-dimensional techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks. Students who choose this subject as an elective in Year 8 will use this foundational study to progress to analysing and evaluating others’ artwork from different cultures, times and places.

Year 8


Term 1 Printmaking (2D): lino or dry-point

Term 2 Ceramics (3D): clay sculpture

Term 3 Photography and/ or Digital Media (2D)

Term 4 Paper Sculpture OR Wearable Arts/ Textiles Art (3D) AND Exhibition processes

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Notes and Questions

The Lakes College College Street North Lakes QLD 4509 PO Box 888 North Lakes QLD 4509

Phone 07 3491 5555 Fax 07 3491 5599 Web www.thelakescollege.com.au Email [email protected]

http://www.thelakescollege.com.au/

mailto:[email protected]

Year 7 and 8

Documents

Transcript of Year 7 and 8